Learning is not about memorization, taking tests, and writing essays. Learning is about developing an understanding of a topic so that students can relate it their own lives and explain to others why it is important to them. It is also about making connections between the information that is learned to develop a big picture, an umbrella concept that connects all of the skills and topics to a common idea. Teaching students to appreciate the importance of the material that they are learning is my main philosophy. I influence my students to have a personal connection with the topics of science and educate them to the level that they will not only understand, but continue to spread their knowledge to others. Through hands on learning and real life application, my students see the relevance of the material. Through relating science to their lives, having them experience science first hand, and connecting science to a big picture, my students develop their understanding of the material that they learn in my class.
Every aspect of science curriculum can be linked to real life applications. As a science teacher, I make sure that my students understand why they need to know the material before it is taught so that they have a personal investment in the material and see the significance of understanding the topics. Once they feel like there is a purpose to what they are learning, they understand the big question of why they are learning it. This will also give them a reason to care about the material, which is the foundation needed to move forward. Ideas such as global warming for example, is a topic that students will need to know about in their future, and they will see the importance of learning the material for their own benefit. My students have a desire to learn and they will grasp the concepts much better then if they are just learning the material in order to ace a test. It is the knowledge that they gain that applies to their lives that will stick with them and will show their true understanding of science.
Every topic in science can be related to a big idea. In the classroom, I always relate the lessons to an overall main idea that is the purpose of the unit. Students will be able to link each separate topic to the overall basis of the unit. Building the lessons together in a logical order and continuously relating the material to the main idea shows my students not only how all of the material relates, but also shows them why they are learning it. It is important that the big picture is something that each student can relate to, and then in turn relate each lesson to this overall main idea. In this way, my students always see a value in understanding the material.
Along with seeing the personal benefit of learning, I also promote the idea that my students can make a difference in the world. Through educating others of what they are learning, they can spread the knowledge that they develop in my classroom onto others in their family, schools, neighborhoods, etc. My students are so passionate about what they are learning, that they will teach others. I will provide opportunity for my students to actually experience this in the classroom. For example, if they were learning about water quality, we will take a trip to a nearby river and perform water quality tests. The next step would be to have volunteers from the community who want to learn how to test the quality of their water come and the students could teach the volunteers. The students would also be able to inform the community about the importance of water quality testing in this way. They will learn that they too can promote change by informing others. From a teacher’s perspective, this will be the ultimate indication of understanding. When I see my students explaining to others how ecosystems work, I will know that they understand.
My teaching philosophy revolves around the idea that my students legitimately care about what they are learning. By relating the material to a main idea of a real life application, I promote personal investment into the subject by my students. By invoking a passion for learning, they spread their knowledge and develop a confidence level and pride in their understanding of science.
Stealth Objective:
As a teacher, I want to encourage my students to be respectful to everyone that they will come in contact with throughout their lives. By connecting with my students on a more personal level, I encourage them to make connections with influential people throughout their education and they will reach their goals in life. I hope take the student who is on the path to not graduating high school and show them the importance of education and the significance of achieving this milestone in their lives. By showing that I care about these troubled students, I will change their outlook on education and I will not only teach them to be more respectful, but I will encourage them to achieve their goals one step at a time starting with receiving a high school diploma.
Teaching Rationale:
Revised April 11, 2009Learning is not about memorization, taking tests, and writing essays. Learning is about developing an understanding of a topic so that students can relate it their own lives and explain to others why it is important to them. It is also about making connections between the information that is learned to develop a big picture, an umbrella concept that connects all of the skills and topics to a common idea. Teaching students to appreciate the importance of the material that they are learning is my main philosophy. I influence my students to have a personal connection with the topics of science and educate them to the level that they will not only understand, but continue to spread their knowledge to others. Through hands on learning and real life application, my students see the relevance of the material. Through relating science to their lives, having them experience science first hand, and connecting science to a big picture, my students develop their understanding of the material that they learn in my class.
Every aspect of science curriculum can be linked to real life applications. As a science teacher, I make sure that my students understand why they need to know the material before it is taught so that they have a personal investment in the material and see the significance of understanding the topics. Once they feel like there is a purpose to what they are learning, they understand the big question of why they are learning it. This will also give them a reason to care about the material, which is the foundation needed to move forward. Ideas such as global warming for example, is a topic that students will need to know about in their future, and they will see the importance of learning the material for their own benefit. My students have a desire to learn and they will grasp the concepts much better then if they are just learning the material in order to ace a test. It is the knowledge that they gain that applies to their lives that will stick with them and will show their true understanding of science.
Every topic in science can be related to a big idea. In the classroom, I always relate the lessons to an overall main idea that is the purpose of the unit. Students will be able to link each separate topic to the overall basis of the unit. Building the lessons together in a logical order and continuously relating the material to the main idea shows my students not only how all of the material relates, but also shows them why they are learning it. It is important that the big picture is something that each student can relate to, and then in turn relate each lesson to this overall main idea. In this way, my students always see a value in understanding the material.
Along with seeing the personal benefit of learning, I also promote the idea that my students can make a difference in the world. Through educating others of what they are learning, they can spread the knowledge that they develop in my classroom onto others in their family, schools, neighborhoods, etc. My students are so passionate about what they are learning, that they will teach others. I will provide opportunity for my students to actually experience this in the classroom. For example, if they were learning about water quality, we will take a trip to a nearby river and perform water quality tests. The next step would be to have volunteers from the community who want to learn how to test the quality of their water come and the students could teach the volunteers. The students would also be able to inform the community about the importance of water quality testing in this way. They will learn that they too can promote change by informing others. From a teacher’s perspective, this will be the ultimate indication of understanding. When I see my students explaining to others how ecosystems work, I will know that they understand.
My teaching philosophy revolves around the idea that my students legitimately care about what they are learning. By relating the material to a main idea of a real life application, I promote personal investment into the subject by my students. By invoking a passion for learning, they spread their knowledge and develop a confidence level and pride in their understanding of science.
Stealth Objective:
As a teacher, I want to encourage my students to be respectful to everyone that they will come in contact with throughout their lives. By connecting with my students on a more personal level, I encourage them to make connections with influential people throughout their education and they will reach their goals in life. I hope take the student who is on the path to not graduating high school and show them the importance of education and the significance of achieving this milestone in their lives. By showing that I care about these troubled students, I will change their outlook on education and I will not only teach them to be more respectful, but I will encourage them to achieve their goals one step at a time starting with receiving a high school diploma.